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We humanize difficult conversations
At US² Consulting, we transform workplaces, schools, and organizations by addressing and dismantling issues like discrimination, toxic organizational culture, and systemic inequities. Our proven strategies help organizations foster a sense of belonging, build non-discriminatory policies, and implement culturally-responsive curricula that create environments where every individual is seen, heard, welcomed, and valued. Organizations choose US² Consulting because we deliver measurable results that foster a positive, diverse culture—one that promotes growth, attracts top talent, and drives sustainable success.

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Core Principles

our commitment

This core principle serves as recognition that guilt and politeness often unwittingly perpetuate prejudice by maintaining a facade of social harmony. By addressing these underlying dynamics, we aim to unravel the threads of bias woven into societal fabric, fostering genuine understanding and dismantling the subtle barriers that hinder true belonging. 

This core principle asserts that intentions do not always align with the impact of one’s actions. By prioritizing the tangible consequences of behavior over well-meaning intentions, we strive for a more accountable and empathetic society, where the outcomes of our actions take precedence in shaping our collective progress. 

This core principle underscores the importance of intentional inclusion to prevent the inadvertent exclusion of diverse perspectives. By proactively embracing people of different identities, we foster an environment where everyone’s unique voice is both heard AND valued, ensuring that no one is left on the margins of our collective transformation towards understanding and collaboration. 

At the core of this principle is the recognition that genuine transformation begins by touching the heart, as emotional resonance has the power to reshape perspectives. By prioritizing meaningful connections and empathetic understanding, we aim to inspire profound shifts in mindset, fostering a more compassionate and open-minded community. 

In this core principle, we emphasize the significance of acknowledging that every issue holds weight and merits attention. Whether large or small, each concern contributes to the intricate tapestry of our shared human experience, and by valuing the importance of every issue, we strive for a more inclusive and comprehensive approach to addressing challenges in our society. 

At the heart of this core principle is the understanding that true personal and collective growth unfolds in the realm of discomfort. By embracing challenges, confronting uncertainties, and stepping outside comfort zones, we empower ourselves to evolve, adapt, and forge a path towards a more resilient and enlightened future. 

This final core principle emphasizes the transformative power of knowledge and the subsequent responsibility it carries. Recognizing that awareness brings about change, we commit to continuous improvement, understanding that once enlightened, our actions must align with our newfound understanding to create a positive impact on ourselves and the world around us. 

Our Values

Be the CHANGE we need in the World!

Commitment

We are committed to each other and our clients – every stage of the social justice transformation

Heart-focused

We lead with our hearts, knowing that stories evoke more long-lasting change

Accountability

We hold ourselves, and each other, accountable to ensure we are surpassing expectations

Networking

We communicate, network, and collaborate with all constituents, recognizing the importance of true inclusion

Genuine

We are genuine and passionate about the work we do and value the strong relationships with those we serve

Empowerment

We empower each other and our clients to be the CHANGE we need in the world

Meet the Team

We are a powerful and diverse group of individuals

Megan Fuciarelli

Founder & Chief Empowerment Officer (CEO)

Rhys

CHANGEmaker

Joieanne Galura

CHANGEmaker

Weiss Garcia

CHANGEmaker

Justinne Lugue

CHANGEmaker

Stephen Dickerson

CHANGEmaker

Anthony Chiles

CHANGEmaker

Guillermo Lopez

CHANGEmaker

Lynita Taylor

CHANGEmaker

Trisha N Tinsley

CHANGEmaker

Kenny White

CHANGEmaker

Chloe White

CHANGEmaker

Lisa Sullivan

CHANGEmaker

Traci Romeo

CHANGEmaker

Selime Baftiri-Ballazhi

CHANGEmaker

Broderick Booth

CHANGEmaker

Nichole Moore

CHANGEmaker

Carolyn Strong

CHANGEmaker

Join Our Team

FAQs

All your questions, answered!

With the polarization surrounding the words of ‘social justice, equity, diversity, and inclusion’, US² has chosen to move away from these words. It is important to meet people where they are at and to promote conversations that enact CHANGE – and that starts with reducing defensiveness and lowering the fear often associated with these concepts. Ultimately, our goal of uniting society remains the same. Our mission is to ensure that everyone is seen, heard, welcomed, and valued – regardless of identity and/or beliefs. We will continue to pursue and live out our mission and vision.

At US², we incorporate JEDI – Justice, Equity, Diversity, and Inclusion – rather than solely DEI (Diversity, Equity, and Inclusion) to emphasize the critical importance of social justice in our work. While DEI focuses on diversity and inclusion in organizational settings, our use of JEDI signifies our commitment to addressing systemic inequities and advocating for justice. This expanded acronym underscores our dedication to promoting fairness, dismantling systemic barriers, and striving for equitable outcomes across society. Incorporating Justice into our approach aligns with our core belief that achieving true diversity and inclusion necessitates proactive efforts to create a more just and equitable world for all. JEDI guides our strategies, initiatives, and conversations, reflecting our unwavering commitment to social justice within every facet of our work. It is important to note that although we have moved away from this particular acronym, our message remains the same. Everyone deserves to be seen, heard, welcomed, and valued.

At US², our distinctiveness lies in our approach to relationships and their impact on organizational culture and success. We prioritize humanizing conversations, creating a safe space that minimizes defensiveness and encourages open dialogue. Unlike traditional methods that rely on guilt, shame, or blame, we firmly believe these emotions have no place in difficult discussions. We recognize that if people are defensive, they aren’t able to hear the message being delivered. Our passion is centered on ensuring that every individual – regardless of background, identity, or beliefs – is not only seen, but also welcomed, heard, valued, and respected. We foster an inclusive environment where diverse perspectives are embraced, leading to more authentic and impactful conversations that drive positive change within organizations. At US², our commitment extends beyond rhetoric – we strive to create actionable strategies that empower all individuals to contribute to a more equitable and inclusive world. 

US²s work is crucial in the workplace for several reasons. Firstly, our philosophies and methodologies cultivate a more inclusive environment where individuals from diverse backgrounds are welcomed, seen, heard, valued, and respected. This inclusive culture fosters innovation, creativity, and collaboration by embracing a wide range of perspectives and experiences. Secondly, our three-phase signature process enhances employee engagement and morale, contributing to higher job satisfaction and retention rates. When employees are included and supported, they are more likely to be motivated and committed to the organization’s success. Moreover, committing to a sense of belonging positively impacts business outcomes by promoting diverse talent acquisition, expanding market reach, and improving decision-making. Companies that prioritize organizational culture tend to attract a broader pool of talent, connect better with diverse customer bases, and make more informed decisions by considering diverse viewpoints. Ultimately, this work isn’t just about compliance; it’s about creating a culture that celebrates differences, drives innovation, and ensures fairness and equity for all employees, leading to stronger, more resilient, and successful organizations. 

US²s work holds significant importance in schools for various reasons. Firstly, fostering a diverse and inclusive educational environment prepares students to thrive in an interconnected world by exposing them to different perspectives, cultures, and backgrounds. This exposure nurtures empathy, understanding, and respect for others, essential qualities for future global citizens. Secondly, our initiatives contribute to creating a safe and welcoming space for all students, irrespective of their identities. When students are included and valued, they perform better academically, have higher self-esteem, and are more likely to engage actively in learning. Furthermore, utilizing our three-phase signature process helps schools address disparities in educational opportunities and outcomes among students from diverse backgrounds. By acknowledging and addressing these disparities, schools can create equitable learning environments that support every student’s success. Ultimately, this work goes beyond teaching tolerance; it cultivates an environment where diversity is celebrated, equity is prioritized, and inclusion is the norm. These efforts not only benefit students academically, but also prepare them to contribute positively to a diverse and interconnected society. 

Critical Race Theory (CRT) is an academic framework that originated in legal studies and evolved into an interdisciplinary approach examining the intersection of race, law, and power dynamics within society. It emerged in the late 20th century among legal scholars seeking to understand and challenge systemic racism and racial inequality. It is important to acknowledge that CRT is a theory – and not meant to be taught as a separate concept (unless you are studying theories). Instead, CRT provides a framework for understanding intersectionality (specific to race) and the presence of power within dominant narratives. US² does not ‘teach’ CRT; however, we do have a strong understanding of the concepts covered within CRT and utilize those concepts when creating materials for our trainings and coaching sessions. We believe in having honest conversations, even when difficult. First and foremost, we believe that it is only through authentic conversations without defensiveness that we will be able to bridge the polarization that exists in our society. 

The CARES® Certification is a one-of-a-kind certificate registered through the US government with the end result of gaining expertise in promoting a sense of belonging within teams. Certificate candidates participate in five modules with both asynchronous learning content and synchronous application lessons. The first module, Courage, unpacks how to conduct difficult conversations without defensiveness and blame. The second module, Acceptance, guides participants through fifteen identity groups and how they intersect to create the complex society we live in. The third module, Respect, focuses on relationships, the power of emotional intelligence, and being restorative within conversations – focusing on the person, rather than the action. The fourth module, Empathy, teaches the primary components of inclusive training protocol and curriculum. The last module, Success, reinforces how to sustain efforts and hold all constituents accountable for key actions. After all courses are completed, each candidate must craft a personalized Action Plan and submit that to the US² Certification Team for final approval. Upon acceptance of the Action Plan, individual candidates are certified for one year (entities are certified for three years). During the active Certification period, practitioners are included in our CARES® community, quarterly ThinkTank meetings, and have access to our team for any questions that arise. 

Metamorphustice™ is the transformational process of social justice reform. Consisting of seven distinct stages, this process is one of the foundational components of our CHANGEmaker program. People can be in different stages of the process, depending on the identity group in consideration. For example, someone might be very  aware about racial identities (possibly as an Advocate) while having very minimal knowledge about religious beliefs (possibly as Oblivious). The seven stages are marked by the following characteristics: 

  1. Oblivious: This stage is marked by a lack of awareness. Many people in this stage are simply lacking experiences that might provide insight into others’ lived experience.
  2. Defensive: During this stage, people are more aware of differences amongst identities and there is often strong emotions behind people’s beliefs. For example, some people who find themselves in this stage might feel guilty about differences while others might feel angry about how people are treated in society. 
  3. Savior: During this stage, people have a strong sense of care and concern; however, they often assume they know what to do for another person and/or group without asking questions and/or getting to know the person they are trying to ‘save’. Many people in this group often have the best of intentions and are unaware of how their behavior can be very damaging. 
  4. Ally: During this stage, people have high levels of care/concern and are aware of how people are treated differently; however, they approach the unfair behavior from a sympathetic lens. People in this group are great ‘sounding boards’ and/or ‘shoulders to cry/lean on’, but don’t necessarily empathize and/or take action toward making a difference. 
  5. Advocate: During this stage, people move into empathy and away from sympathy. Instead of simply understanding what is happening, they will often speak up on behalf of someone who is experiencing discriminatory behavior. 
  6. Co-Conspirator: During this stage, people empower and uplift others’ to use their voice rather than speaking on behalf of other people. Co-Conspirators will often wait for an issue to be revealed, leading to a more reactive approach. 
  7. CHANGEmaker: As a CHANGEmaker, people are looking at the world and acting in situations through the lens of social justice reform. Instead of waiting for a situation to arise, CHANGEmakers are proactive in how they see the world to erase any potential inequities before they oppress an identity. 

For more information, purchase the book here.

The CHANGEmaker Program is available at two levels: Leaders and Teams.


The CHANGEmaker for Leaders Program includes access to the DEILearningHub for twelve (12) months as well as all coursework necessary to earn the CARES® Certification. In addition to these learning opportunities, Leaders are also assigned a coach from the US² Team and are invited to monthly ThinkTanks with Megan, our Founder, and monthly interview sessions discussing a relevant topic within the space of promoting belonging (both of these are exclusive to our CHANGEmaker community). While working with their coach, Leaders align with their Action Plan and craft strategy to execute goals within their team/organization surrounding this work. 

The CHANGEmaker for Teams Program includes all access within the CHANGEmaker for Leaders Program (for the primary contact) in addition to twelve (12) CHANGE credits. CHANGE credits can be used to secure customized professional development, additional coaching, additional licenses to the DEILearningHub, and a plethora of additional customized options. This Program is best suited for companies who have a dedicated initiative surrounding belonging (i.e., Employee Resource Groups, Committee work, and/or HR role focused on promoting belonging) and want to ensure quality programming without having the resources to provide that programming in-house. 

An effective program emphasizing belonging and organizational culture encompasses several key elements. Visible support and active involvement from leadership demonstrate a genuine commitment to ensuring everyone is seen, heard, welcomed, and valued, fostering a culture of inclusivity throughout the organization. Implementing policies that promote equity, eliminate bias, and ensure fairness in recruitment, promotion, and decision-making processes. Actively seeking diverse talent and creating an inclusive environment encourages retention and advancement opportunities for all employees. Providing ongoing training on bias, cultural competence, and inclusive behaviors empowers employees to recognize and address biases. Establishing measurable goals, tracking progress, and holding leaders accountable for desired outcomes ensures continuous improvement. Openly communicating goals, progress, and initiatives to all employees fosters transparency and trust within the organization. Embedding these principles into every aspect of the organization’s culture, practices, and decision-making processes rather than treating it as a standalone initiative showcases commitment to seeing, valuing, welcoming, hearing, and respecting every constituent. An effective program recognizes the importance of fostering an inclusive organization where diversity is valued, equity is prioritized, and every individual is respected, supported, and empowered to contribute to the organization’s success. 

US² is a full-service consulting firm that focuses on empowering our clients to be the CHANGE we need in the world. We follow a three-phase signature process to all services we offer: 

Within the first stage of Awareness, we assess the current reality of an environment and/or individual. This is done via needs assessments, listening tours, self-assessments, reflections, journal prompts, and equity audits. 

Within the second stage of Wisdom, we provide training that is customized to the client needs. In addition to the CARES® Certification, we have a full suite of learning materials available on DEILearningHub.com. We also facilitate customized trainings for organizations as well as support Employee Resource Groups (ERGs) with strategic action plans to ensure that everyone within an organization is seen, heard, welcomed, and valued. 

Within the third stage of Empowerment, we provide customized coaching and mentoring services through our CHANGEmaker Program for Leaders and Teams. Our goal as consultants is to empower our clients to no longer need us for day-to-day operations. We determine our own success through the success of those we work with. 

US²s training significantly influences society in multiple ways. Firstly, it helps individuals recognize biases, fostering more inclusive behaviors and reducing discrimination in workplaces, schools, and communities. Secondly, US²s training promotes understanding and empathy toward diverse perspectives, cultures, and experiences, nurturing respect for individuals from different backgrounds. Thirdly, by raising awareness about social justice issues and systemic inequities, US²s training encourages a collective commitment to creating fairer systems and structures, contributing to societal change. Additionally, it creates inclusive environments where everyone is valued, fostering diverse participation and contributions in various spheres of society. Moreover, US²s training empowers individuals to become CHANGEmakers for equity and inclusion, fostering positive changes within their communities and societal circles. Ultimately, US²s training serves as a catalyst for organizational, institutional, and societal changes, promoting diverse leadership, equitable policies, and inclusive practices aligned with societal values and needs. 

Measurable outcomes from US²s efforts include both qualitative and quantitative metrics. When referring to the workforce, employee representation, employee engagement, workforce diversity, and pay equity analysis can be measured. When it comes to effectiveness and inclusivity within policies and procedures, training impact, inclusive policies, and business performance can be measured. It is also important to consider supplier diversity and community engagement. Diverse perspectives contribute to a greater level of innovation and success. Regular assessments of these outcomes helps organizations gauge effectiveness, identify areas for enhancement, and demonstrate commitment to fostering diverse, equitable, and inclusive environments. 

This work is an ongoing process and is best implemented when not confined to specific timelines. Rather than a destination, it is best to embrace it as the lens through which all decisions are made within an organization. Continuous engagement in inclusion efforts is essential, integrating it into daily operations, strategic planning, policies, and practices. Regularly scheduled assessments, at least annually or biannually, allow organizations to evaluate progress, re-evaluate goals, and recalibrate strategies to ensure they align with evolving needs and changing demographics. As a reinforcement, it’s crucial to emphasize that this work isn’t limited to periodic initiatives; it requires a perpetual commitment embedded in the organizational culture. It involves ongoing education, proactive measures, and a dedication to fostering an inclusive environment where equity and diversity are prioritized in every aspect of decision-making. Thus, viewing JEDI/DEI as an integral part of organizational DNA rather than a scheduled event ensures sustained progress and an enduring commitment to fostering an inclusive workplace culture. 

People don’t ‘buy into’ new concepts/initiatives for one of the following reasons: lack of awareness/understanding OR not seeing the benefit for themselves. It is critical to address both of these possible hindrances when helping to engage people. Within these two ideas, there are several potential strategies. Consider providing information highlighting the benefits of JEDI/DEI for individuals and the organization, addressing misconceptions and showcasing its relevance in fostering a more inclusive and productive environment. Focus on understanding concerns and perspectives without judgment, creating a safe space for dialogue and acknowledging apprehensions about JEDI/DEI efforts. Demonstrate how JEDI/DEI aligns with personal growth, career development, and the organization’s success, emphasizing its impact on innovation, collaboration, and employee satisfaction. Provide diverse ways to engage, respecting individual preferences and comfort levels. Encourage participation in various JEDI/DEI initiatives, allowing individuals to choose how they contribute. Showcase leadership commitment by participating in JEDI/DEI initiatives, demonstrating its importance through actions and decisions. Consider creating forums where individuals feel safe to express concerns, ask questions, and engage in meaningful conversations without fear of judgment. Share success stories and positive outcomes resulting from JEDI/DEI efforts, illustrating the tangible benefits realized by embracing diversity and inclusion. Lastly, keep an open line of communication, provide ongoing support, and offer resources to facilitate understanding and engagement in JEDI/DEI work. By employing these approaches and creating an environment that respects individual perspectives while encouraging openness and understanding, it becomes possible to gradually engage individuals who might initially be reluctant or disinterested in JEDI/DEI efforts. 

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Understand Self | Unite Society
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Based in Michigan,
Serving Clients Globally
Email: [email protected] 

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Megan Fuciarelli

Founder & Chief Empowerment Officer (CEO)

Megan Fuciarelli is the proud Founder of US², Inc. and serves as the Chief Empowerment Officer (CEO).  As a retired school superintendent, she has dedicated her entire professional career to navigating social justice issues and supporting people/teams in being inclusive.  She holds a BS in Elementary Education, a Masters in Reading, M.Ed. in Educational Administration, an ESL (English as a Second Language) endorsement, and certificate from Harvard for Urban School Leadership.  In addition to schooling, she is also a certified life coach and a Project Management Professional and Six Sigma graduate.  In addition to her professional background, she is the single mother of a wonderful human named Rhys and very close to her parents.  Embedded within her narrative are many stories of oppression and privilege. 

I remember my weight in 3rd grade.  I toppled the scale at close to 100 pounds.  As a child, we didn’t have much and I hardly remember seeing fresh fruits and vegetables in the house.  I used to hide snacks (candy bars and individually wrapped snack cakes) in my bedroom so that I could enjoy them without sharing.  My nickname throughout school was ‘Food and Deli’, which somewhat rhymed with my last name of Fuciarelli.  Having the first name Megan didn’t help much, either, being called Mega (large) Megan pretty consistently.  I wanted so badly to ride roller coasters and experience fair rides, but I couldn’t because I was too large to fit in the seat comfortably.  I was ridiculed and made fun of consistently for my weight.  I dieted consistently throughout my life: I’d drop a few pounds and gain them all back plus some…  During college, both of my parents underwent gastric bypass surgery (the weight struggles were evident throughout my entire family).  At the age of 19, I was diagnosed with lupus and told that my life expectancy was shortened.  At the age of 21, I was told that my weight, in addition to my lupus, would make it nearly impossible for me to have children.  I was crushed – the one thing I wanted for my life more than anything else was to be a mother.  At that moment, I decided that I was going to undergo the same surgery my parents had undergone.  I went through a year of pre-counseling to ensure that I was ready for the procedure and addressing the underlying causes of my overeating.  During that year, I was forced to understand the trauma I endured throughout my life – it was painful and necessary to ensure that I wouldn’t go back to my old habits once having the surgery.  On the night before my surgery, my mom had come to visit me.  She had brought herself a sandwich to eat and hadn’t finished it – throwing it away in my hospital bathroom trash can.  I was not able to eat for 24 hours before the procedure and I remember sneaking into the bathroom after she left and eating what was left of her sandwich – out of the garbage can.  I sat and cried in the bathroom after doing this.  I was, and still am, addicted to food.  It was, and still is, my comfort.  The surgery and recovery were not easy.  I was pronounced dead on the operating table – obviously they were able to resuscitate me.  I was in and out of the hospital for nearly three months and when I was finally sent home, I had a shunt and had to connect myself to an IV for an additional six months every day at home.  I lost weight pretty quickly and went from being morbidly obese to underweight.  I went from hearing things like “Should you really be eating that?” to “You are so lucky – you can eat anything you want!”  I now ride on roller coasters as much as I can and I don’t hide food out of embarrassment.  I am living the life I live today, with a wonderful son, because of my weight loss.  I am living the life I live today, full of self-doubt, because of society’s reaction to my weight.  I was treated horribly for being large and I was minimized as not important for being small.  My story about my weight is one aspect of the ways society minimalizes, and damages, people based on belonging to particular identity groups.  What is your story around size/height/weight?

Rhys

Student Engagement Specialist

Rhys is a motivated young leader in the 8th grade. He enjoys spending time with his family and being his awesome self. Rhys is committed to demonstrating how to walk the JEDI journey. As the youngest member of the team, Rhys is our go-to consultant for facilitating peace circles for youth.

When I was younger, I went to the park with a friend. At the park, a boy I didn’t know started to call me a girl. I tried to explain that I was a boy and that I just had long hair. The boy continued to call me a girl and other children joined in, too. My friend tried to stand up for me and let the other children know I didn’t want to be called a girl. Since they weren’t listening, we decided to leave the park. It can hurt people if we make assumptions about their gender based on how they look. If you aren’t sure how someone identifies, it is better to ask and have a conversation than to get it wrong, either on purpose or accidentally.

Joieanne Galura

Programming Assistant
Joieanne Terese Galura is a former hotelier who has 4 years of experience in the hospitality industry. Her love and passion with working in client services started right after college when she worked as a room attendant in a Hotel in the Philippines, where she worked with a wide diversity of guests each day. Joieanne started to work as a freelance Executive Assistant and had many opportunities to be trained by her clients. Soon after attending seminars and skill training while also taking in new job opportunities like being a Client Executive and Business Development Analyst, she progressed in working closely with her clients, handling projects and campaigns for developing their businesses. Joieanne strongly believes that once you find the thing you are good at, you must find a way on how to be great at it. Therefore, she focused on self-improvement by developing her capabilities and realizing that she has the potential to grow in the career path that she chose.

I always knew that there was something different about me, but it came to a point in my life where everything different about me was all that I could see. Growing up as a shy and athletic kid, I see sports as a place where I can fully express myself, but little did I know that it is also where my deepest insecurity will start. I have trained and competed in swimming, softball, badminton, and volleyball and I’ve gotten a lot of recognition for it, but somehow along the way I feel like I’m not doing enough and I find it hard to accept recognition and failures because I always make myself believe that what I’m doing is not good enough. Sometimes I push myself so far that my body would give up on me. I struggle with recognizing my worth and loving myself. Even though there are times when I struggle to tell myself that I did great at something, I make sure that I look back at where I was before and try to see the progress that I made in developing myself personally and professionally. I now look at myself the way I want my daughter to feel about herself; with love, respect, and pride. I make sure to teach her that all great things happen when you learn to love and respect yourself.

Weiss Garcia

Multimedia Coordinator

With a love for creative and collaborative work, Weiss developed and cultivated skills in marketing, advertising, and multiple fields of multimedia such as photography, videography, graphic design, and art direction. They are a graduate of Bachelor of Arts in Communication and have had the opportunity to work with/for notable brands and names in the national media sphere.  

Based in the Philippines, they are currently navigating the ins and outs of the digital marketing scene, all while chasing dreams to tell stories through films in the future.  

“I think I like boys”, is what I told my best friend in college when I came out to him, the first person I ever told. Coming out came easy for me after that. I’ve always been good at processing and accepting my person, it also helped that I had all the love and support I needed in the form of family and friends. That was the easy part. Soon I realized that I wasn’t entirely comfortable identifying as a gay man. At that time, I thought it was just my internalized homophobia acting up and it’s just something I’ll have to unlearn through time. Coupled with the offhanded comments I receive from strangers and acquaintances born from ignorance and stereotypes, like how I must despise women, or how I’m supposed to be loud and obnoxious, to list a few. Suddenly I wasn’t so sure of my identity anymore. It was during the pandemic, away from the public’s expectations and microaggressions, that I was able to realize there is more to sexuality than just sexual preference. I began reading about gender identity and ask myself what being queer meant to me and for the second time in my life, I came out again, now as a pansexual nonbinary person and took the name Weiss. To this day, I still receive ignorant comments from time to time, but I am happy and confident enough that they don’t make me feel like I want to crawl out of my skin anymore. I hope that one day I find the courage to take the time and properly converse with people who make these comments and tell them how their bias negatively affects others. I’m continuously working on expanding my skills to do this without causing additional harm.

Justinne Lugue

CHANGEmaker

Justinne Lugue is a young professional based in the Philippines with a background in media & journalism, sales & marketing, and administrative support. They hold a degree in Bachelor of Arts in Communication and dedicates their time in supporting organizations through creating capacity so that they can focus on what matters most. Justinne is a strong advocate of ending violence against women & children and they volunteer within their local community through organizing activities and programs that help victims overcome one of the Philippines’s pervasive social problems, domestic violence. They are also active in their local LGBTQIA+ community and advocates for creating safe spaces for people, especially the youth, to express their sexual orientation and gender identity.

I remember growing up in a sectarian school with the fondest memories of love and belonging, always having a place to go, and being encouraged to never be afraid to explore and discover. I remember consuming media, exploring art, and going through the discovery that I like girls romantically. Having been taught to nurture curiosities in school and at home, I was not afraid to consider this reality. The school, which had been so encouraging, wasn’t so loving and accepting after finding out that I was involved with a peer who identified as the same gender as myself. Instead of love and acceptance, I was surrounded with isolation and damnation. I remember being called a sinner and told I am going to hell. I was expelled in tenth grade from the institution I spent the last decade of my life in, and it took a lot of time to overcome the intersectional struggle with my faith, gender, and sexuality. Some days I still struggle with religious and cultural homophobia, as a lot of queer people in the Philippines do, but I am fortunate that I have a very healthy support system in my family and friends. I have taken it as my vocation to create safe spaces for the LGBTQIA+ youth in my community by using my skills and network to provide support and resources so that they do not experience similar struggles. While doing this, I continuously remind myself that I can love who I want to love and be who I want to be. I am valid.

Stephen Dickerson

Consultant

Stephen Dickerson has utilized his 20+ years of public education, corporate and start-up experience, and social justice initiatives to create a space for equity, social justice, and personal growth to live within the individuals and organizations he serves. Growing up in Lynn, MA, he learned the power of diversity and representation firsthand. He holds a B.S. in Psychology from Sacred Heart University, a Master of Arts in Teaching from Manhattanville College, and an M.Ed. in Educational Leadership from Montclair State University. As an educational administrator, Stephen has developed a balance between equitable practices, academic rigor, and culturally responsive pedagogy in order to meet the complex needs of today’s learner. Stephen is currently the Director of Diversity, Equity, and Inclusion as well as the Director of School-Based Youth Services Programs in a public school district in New Jersey. Adept in Restorative Practices, International Baccalaureate Curriculum, and Culturally Responsive Pedagogy, Stephen understands the impact of developing individual growth plans to promote the collective growth of an organization. Stephen has inspired entrepreneurs and small business owners to grow their organizations by leveraging the power of diverse perspectives. Through authentic relationships, equitable practices, and meaningful personal and professional development, Stephen empowers others to elevate their organizations by leveraging the power of authentic relationships.

Imagine this… Driving on a local freeway. Beautiful day outside. I had just signed a few more merchants for a fundraiser I was working on for a local high school. It was noon on a Wednesday, not a car in sight. The sun was shining, and there was an air of accomplishment that usually follows a full day’s work. The local radio station was playing their normal “Old School at Noon” mix. I was in the zone. Maybe a little too much in the zone. I had not realized I was pushing my Oldsmobile Alero to its max, over 80 miles an hour. All of a sudden, I heard sirens. There was no question I was in the wrong. I was running a little late for a meeting with a business partner and I was just a little too comfortable with my surroundings. I immediately pulled over. As I veered to the shoulder, I heard the voices of my father, my mother, my Godfather, and the many other people before me reminding me of MY protocol: Windows down to show there is no other threat, seat belt buckled to show I am compliant with driving etiquette (other than the speeding), calm relaxed demeanor, positive attitude, and show full compliance. As the officer exited his car, I straightened the collar of my Polo and gripped the steering wheel at 10:00 and 2:00 so both of my hands were showing. I prepared my biggest smile to, again, show there was no threat. All of a sudden, I heard the officer begin to yell. “Freeze! Don’t you move!” It was a bright sunny day, windows down, I am neatly pressed in my company polo and prepared to be fully compliant. Yet, the officer’s hand was on his weapon. I have been prepared for this. This was not my first interaction like this, and it would not be my last. However, for a moment in time, I forgot that for some people, my mere presence is a threat. I did my best to calm the officer; to assure him that I was fully compliant and showed no signs of being a threat. Meanwhile, I am running every possible outcome through my mind. At that moment, it was my job to keep the situation calm and under control. This was not the role I signed up for, but the role that was necessary for me to get home safely. The officer, finally convinced that I was no longer a threat, was able to stand down. He took my license and registration and went back to his car. Realizing he may have overreacted, he approached the car with a much calmer tone. He informed me that at that rate of speed, he could have arrested me. Instead, he reduced the speed on my ticket and sent me on my way. I thanked him, regrouped, and proceeded towards my meeting, a much more cautious version of myself. Some may say that this was an isolated incident – two people that happened to meet in a precarious situation. Unfortunately, this has happened often enough that I tend to rule out coincidence. Being a 6’1” Black male well over 200 lbs and an asset on the football field brought many blessings my way. However, in a world where any one of these attributes creates a presence that threatens some, society has normalized a sense of fear of people of my hue and stature. I see it in the woman gripping her purse as I walk by, the gentleman locking his car door as he sees me, or the steady gaze of a neighbor following me as I walk my dog past their house. There are constant reminders that my presence is a threat to some. At a young age, I had learned to navigate the fears of others in order to exist in this world. Through my work as an educational leader, consultant, and mentor, I strive to reduce the need for the next generation to navigate around the fears of others the way I have.

Anthony Chiles

Consultant

Anthony Chiles serves as a consultant for US2. With over 15 years of experience as an educator and administrator in Georgia, Anthony is passionate about servant leadership and applying a head, heart, and hands approach to teaching others. He has his Bachelor of Music Education from Berry College, Masters and Specialist in Educational Leadership from Georgia College and State University and a STEAM Endorsement from Augusta University. In addition to his professional background, he is married to Sherrie and has six beautiful children. As a former military dependent, Anthony has developed a rich diverse cultural background that drives his willingness to support people from all walks of life. With an emphasis on supporting all stakeholders, Anthony’s life journey includes many stories of hardships and prosperity.

Being a part of a military family, I got to see the world from many different highs and lows. As a 5th grader, I had just moved to Charleston, South Carolina after completing four years in one of the most northern cities in the world: Fairbanks, Alaska. I can remember the trips going onto the military bases waiting for housing; but this deployment was a little different – we were able live off base. My father, being a very strategic planner, wanted to ensure that all of his children received the best education possible. Therefore, we settled in a middle class established neighborhood with great schools. The first day of school is always the most important to children as they want to “dress to impress” everyone. I can remember that even though we were ‘in’ the neighborhood, we were not really a part of it. Near the pristine green lawns, boats, new cars, and the latest upgrades to the neighborhood houses, lied a modern, yet simple, home, which is where we lived. With three other siblings, an enlisted father and mother working as an attendant for a dry-cleaner, we made just enough money to make ends meet. Our yard was maintained by my brother and I weekly, the driveway contained a 1989 Chevrolet conversion van and any upgrades we wanted to do with the house was merely a dream. Trying to fit in with the students at my school was a struggle as well. Not only were you categorized by how you talk; what you wore was just as important. I took upon a clean, neat appearance from watching my father daily put on his BDU’s before going to work. Most of the clothes I owned were not name brand, but I felt as long as I ironed my clothes, it would welcome me into social status of Tommy Hilfiger, Polo, and other expensive name brands students wore daily. I found out the second week of school that ironing your clothes doesn’t get you into the “club”. The students began picking on me for wearing the same outfit the previous week. As I approached the time for entering high school, JROTC was one of the classes I knew I wanted to be a part of. First, following in the footsteps of my father, I knew I wanted to be a soldier. Secondly, being able to wear a uniform once a week would hopefully shield me from the rants of wearing the same clothes all the time. Being in JROTC taught me a lot about leadership and the value of character. While some students baulked at wearing their uniform weekly, I wore it with pride. It was the one time a week when low, middle, and upper-class students could be equals and breakthrough the barrier of classism that separated us the other four days. My school journey is one aspect of the ways in which society minimalizes and castigates people based on belonging to particular identity groups. What is your story around class/socio-economic status?

Guillermo Lopez

Consultant

Guillermo Lopez, Jr. is a first-generation Puerto Rican born and raised in Bethlehem, Pa. He is married to Isabel Lopez for over 48 years. They have two children, Amy Marie 47, Daniel 39, 2 grandchildren, Audrey Joyce Perando 8, Elliott Ray Perando 4. Guillermo has been honing his skills as a leader and facilitator in the Diversity, Equity, Inclusion, and Belonging spaces for over 30 years. He studied and trained for 5 years at the National Coalition Building Institute and when he retired from his 27 years as a Millwright in Bethlehem Steel Company, he became a full-time senior trainer for NCBI. His workplace experience is the basis for the training he leads. He has extensive experience working within communities and organizations to build trust, create opportunities for collaboration, and strengthen relationships across differences.

Guillermo has trained and consulted with over 20 universities and 31 communities in 14 different states and 2 different continents. Some of his work includes 12 police departments with over 1,400 police officers and 8 school districts. He was one of seven selected from over 10,000 consultants as a Delegate to the 2001 United Nations World Conference on Ending Racism, Xenophobia, and other Intolerances in Durban, South Africa. He is the director of a National Coalition Building Institute (NCBI) LatinX Affinity Group and the Co-Director of the NCBI Law Enforcement and Community Trust Building Program. In addition to his work with US2 Consulting, he is also a Senior Partner and co-founder at Intersekt Alliance, Faces International, and Good People Solutions. He is the proud recipient of the 2021 Lifetime Achievement Award of the Golden Latin Awards of Lehigh Valley.

Lynita Taylor

Consultant

Lynita Taylor is a program manager in a San Francisco-based tech company. Taylor’s efforts focus on creating a work culture that upholds the principles of equity, inclusion, and belonging for all, while also working to increase the presence of underrepresented identities in tech (i.e. BIPOC, women, and LGBTQIA+). Taylor has professional experience in education and corporate spaces, including program & curriculum development, recruitment & retention strategy, and DEI strategy. She has previously held positions as a DEI program manager and part-time faculty member at Wayne State University’s Mike Ilitch School of Business, has served as an admissions counselor at the University of Detroit Mercy, and a staffing consultant at Plante Moran, where she oversaw and expanded the company’s diversity and inclusion programs dedicated to the development of diverse business career candidates and minority professionals. Taylor considers herself a Detroiter, having now spent the majority of her life in the local community. She is the Vice Chair of the DEI Taskforce for the Michigan Association of CPAs and a 2019 Michigan Chronicle 40 Under 40 honoree. She has shared the stage as a public speaker for national events, including GTB’s 2019 Ads Needs Soul and the 2021 National Learning Communities Conference. Taylor is also a tutor for the Circle of Brotherhood Mentoring Program at Second Ebenezer Church on the east side of Detroit, focusing on K-12 curriculum and higher education preparation. Taylor holds a bachelor’s degree in business administration/marketing and an MBA from the University of Detroit Mercy. She has earned a certification in Diversity, Equity, and Inclusion in the Workplace from the University of South Florida and is currently a doctoral candidate in Wayne State’s College of Education, with her research focusing on critical race theory, underrepresented minority students, and higher education pedagogy.

I identify as a cisgender Black woman. Throughout my life, many people have seen my physical identity and assumed they knew who I was as a person. These assumptions have included my level of education, what I do for work, where I live, or even the activities I like to do in my spare time. My skin color and my gender do not define who I am as a person. Black women, like all people, are not monolithic.

Trisha N Tinsley

Consultant

Trisha N Tinsley has 20 years of experience in social services and community organizing and has been training and coaching educators for the last eight years. She has a Bachelor of Arts in Psychology from Seattle University and has been trained and certified as a business and life coach. Having spent 12 years as a coach and a corporate trainer, she is now a full time Instructor and coach with restorative practices, social justice, and DEI work to support organizations and individuals to create long-lasting, whole systems change.

I was raised in Fairbanks, Alaska in the 1970s. We were one of very few black families living there. Both my parents wanted to escape the “mundane life” of the Midwest and become dog-sled racers. We developed a strong connection to the tribal members of Athabascan people of the interior of Alaska. I was exposed to many indigenous practices which are still a part of who I am today. I got a strong footing in what it means to have a strong Black identity while still respecting and being with other cultures. Another thing that shaped my identity has been my light complexion, which I got from my mother. Being this light has been a non-stop topic of conversation around my legitimacy of Blackness, especially from non-Black people. Skin tone variation is a huge part of being Black in America, which has led to many conversations around colorism. I am often dismissed as a not being a “real Black person” and have been referred to as “an easier Black person to deal with because I have less Black in me.” I have been dismissed as “mixed,” because I don’t have a visually definable racial identity. I find myself often offended by these micro-aggressions. While I knew from a very early age that my experience of racism was not as direct or prevalent as my darker-complexioned friends and family, I still only identify as Black. It was the only thing I knew and the only way that my parents, grandparents, and great-grandparents were defined. These two experiences have allowed me to reflect on how incredibly complex our identities can be and how to respect and appreciate those who are different from me.

Kenny White

Consultant

Chicago Native Kenneth “Kenny” White II has led and instructed youth in various school and city programs for nearly ten years. Supervising youth summer camps while studying Psychology and Childhood Adolescence sparked Kenny’s passion for teaching. Throughout his career, Kenny has worked directly with youth from all backgrounds and in various settings. His passion for the work, on both a creative and intellectual level, is contagious. Most recently, Kenny has worked very closely with his colleagues to provide creative avenues for African-American youth to display their gifts, talents, and passions through the arts. He is also the co-host for “Young Voices for Unity” podcast.

As a young, tall, black male I’ve many times experienced sizeism in many ways – even before I knew what it was. As a 6’1″ freshman in high school, it was always assumed I couldn’t do anything else but play sports because of my height. Even though I did play sports, I was pressured to get a scholarship and put any other talents, arts, or passions aside or my height would be a “waste.” My academia and intelligence were not valued by many, because it was assumed that my height and athletic ability would take me to the pros.

Chloe White

Consultant

Chloe White is a Diversity, Equity, and Inclusion advocate who has dedicated her time and work to advocating for underrepresented identities, increasing representation, and creating more equitable and inclusive spaces. She believes this is possible through unpacking our socialization, improving our self-awareness, and learning to communicate effectively across differences. White has experience in intergroup dialogue facilitation in education and corporate spaces, including instructional design and equity evaluations. White is a recent graduate of Central Michigan University where she obtained her Bachelor of Applied Arts in Entrepreneurship, Fashion Merchandising, and Event Management, while receiving her certification of Cultural Competency. She has worked hard to bring representation within the fashion and business industry. This has reflected in her efforts to promote body positivity through fashion shows she has produced and supporting BIPOC businesses through her business ventures. In addition, she has also received her Master of Business Administration through her Alma Mater. During her time at Central Michigan University, she was highly involved in Social Justice and DEI work as a Peer Advisor for the Multicultural Academic Student Services, Residence Assistant, and Graduate Assistant for the Institution of Transformative Dialogue. While serving as a graduate assistant, Chloe taught and co-facilitated a college course around racism and discrimination in America through an intergroup dialogue pedagogy. She is passionate about this work, impacting and learning from those around her.

It was my freshman year of college, and I was so excited to be embarking on a new journey. I was a first-generation black woman going to a Predominantly White Institution. That alone was enough to be not only happy about, but proud of, and I was going to do everything I set out to do – no matter what. There was a lot I wanted to do! I had so many interests entering college and I wanted to find any way possible to fit them into my studies. I was interested in interior design, singing, business, fashion, events, and the list goes on… but I knew I had to narrow those down to something I could envision myself doing for a career. I decided to Major in Entrepreneurship and double minor in Event Management and Fashion Merchandising. All three areas were accredited fields at the University, meaning it required a lot of course work. Nonetheless, I knew I could handle the heavy load. I entered capable and excited to dive into the fields that made me happy the most. That was until I met my academic advisor. Seeking out assistance to make sure I had all the necessary courses to fulfill the degree, I was told by the academic advisor, a white woman, that she didn’t believe I would be able to major in entrepreneurship and double minor and graduate within 4 years. She proceeded to ask me if I thought I could do it, and when I responded with a firm yes, she asked me if I was sure. She then suggested that I get rid of one of my minors. She assumed my intellectual competence and ability to succeed based on her own biases. That did not sit well with me. For years, I have been told as a black woman what I am not capable of, overtly in our media and covertly through personal interactions. While some may say I was in charge of my own destiny or even that this is a minor situation, I am here to share how very harmful this interaction, and so many other systemically oppressive situations, are to me as a black woman. As a black woman in white spaces a majority of the time, I am sharing my story because I know I am not an anomaly. I am capable, dynamic, and proud!

Lisa Sullivan

Consultant

Lisa is the founder of LSV, a strategy and consulting firm, established to empower organizations, companies, and individuals to challenge the status quo and grow. Before moving into her own firm, she worked in both the corporate and non-profit sectors with a focus on community engagement and relations, philanthropy, and leadership. Taking a relationships-first approach through her consulting practice, Lisa aims to facilitate equitable investment of philanthropic resources in marginalized communities who, because of systemic oppression, experience barriers in access to resources and opportunities. Lisa stepped into JEDI work because her vision for a just, equitable, loving, and community-oriented world gives her hope for better futures, a thriving humanity, true safety, and belonging for all.

Nothing takes me from zero to 120 quicker (in other words, makes me angry) than when a person assumes that because I “look fine” that I’m not navigating two complex autoimmune diseases. People assume that because I’m not limping (at least the day they saw me) or that I climb stairs, that I’m not also working through debilitating fatigue and joint pain. The assumption that is often made is that because I don’t meet the “typical” expectation of having a disability, that it must not be a part of my day-to-day. What is “typical”, anyway?!? This is my experience with being in a body that is differently-abled. On rough days (and believe me, I have my share of them), I’m reminded that the distance from my car to the storefront seems miles away for me, and nothing but a short walk for those with able-bodied privilege.

Traci Romeo

Consultant

Traci Romeo is a High School World History Teacher with over 27 years of experience. Her passion for Equity in Education and Social Justice started long before her professional career. From her early years of teaching, she has worked with students on equity and inclusion. Throughout her career, she has run Diversity Clubs, Social Justice Leagues, and taught principles of bias awareness, equity and inclusion, and social justice in her classrooms. In the community, she has been very active with the Roundtable for Diversity and Inclusion. She has participated in the New Detroit Multicultural Leadership Series, and completed a 10-day Anti-Racism training with ERACCE. She was an original member of her District’s team for the African American Young Men of Promise initiative in the state of Michigan. Traci has also participated in two Fulbright-Hays programs abroad to both Japan and Belize, where she worked with educators to learn more about herself and the perspective of the other while learning best practices in education. In partnership with the University of Michigan’s Education Department, Traci created an online blog to foster dialogue with students and create bias awareness and understand perception of others. She has led professional development sessions and written curriculum lesson plans for local non-profits and major publishers alike. She has recently become CARES® certified and looks forward to her ongoing relationship with US².

Early on, it was very hard for me to do identity work. Our identity is so much a part of who we are that unless we take the time to sit and think about it, we are unconscious to it. It was in small situations of marginalization that I noticed how people are treated differently based on social classifications. I have been told I am too outspoken and opinionated and my ideas have been disregarded, silenced, or co-opted by others without recognition of my contributions. Just recently, I had a difference of opinion with a coworker and friend. We weren’t making progress, so I excused myself from the conversation. He was not ready for it to end, and happened to be standing in the doorway, blocking my ability to exit. I had to ask several times for him to let me out of the room. He may not have even been aware of how that situation impacted me. Although I recognize the marginalization of women that occurs in our society, I am also aware of the many privileges I have as a white, cisgender, educated person from an upper/middle class background. Throughout school, the only time I was introduced to people from diverse backgrounds was through the curriculum, such as when we were studying Indigenous history, slavery, or the Holocaust. When I got to college, I started to meet people from diverse backgrounds who didn’t seem to fit the stereotypes and assumptions that I had accrued. When I moved home, I found myself subbing at the very high school that I graduated from. I was quickly offered a position in the district and have been there ever since. If the color of my skin was different, I would not have been afforded the housing or education I received, and I may not have landed my job in the district either. Today, my job is to help my students see that the world is greater than the experiences they have had. I work to make sure that all students feel positive about themselves and have a place where they are seen and heard. I have evolved from not being aware of race to being hyper aware of it. I choose to use my position of privilege, earned or not, to give voice to my students. I choose to allow my students to see themselves reflected in the curriculum. What will you do with your power? We grow because of our circumstances or despite them. Will you continue down the road of what has always been done, or will you help students break outside the norms to understand that common is not necessarily normal, and uncommon is not abnormal.

Selime Baftiri-Ballazhi

CHANGEmaker

Selime is a dedicated and experienced educator with over 23 years of teaching World Languages in the south suburbs of Chicago. In addition to growing up bilingual in English and Albanian, she earned her B.A. in French Language and Literature from Northern Illinois University, with an endorsement in Spanish. Her experience with languages and cultures has proven to be beneficial, as she has spent her entire career teaching in culturally diverse schools. She earned an M.A. in Educational Administration from Governors State University and an M.A. in Curriculum and Instruction from Concordia University, with an endorsement in ESL. In addition to being a classroom teacher, she has worked for over 20 years in her school as the Diversity Club sponsor, and has attended many workshops and training seminars specializing in ways to engage students and staff from different cultural backgrounds and life experiences. She has also organized, coordinated and hosted over 15 International Festivals, and regularly leads students in Educational Travel experiences throughout the Francophone world. Her passion is connecting people from different backgrounds and life experiences because it is her belief that we are each other’s best teachers. This is the foundation of her social justice work. Her expertise in the field of education, combined with her own life experiences has given her an opportunity to be a Ted X Youth Speaker, where she shares the multifaceted definition of “diversity”, which extends beyond what is visible to us. Her advanced studies in higher education, combined with her firsthand experience educating teenagers from diverse backgrounds has allowed her to have a front row seat to the evolution of education and society, as well as areas that need growth. This is what inspires her to continue to educate adults through her consulting work.

My entire life has revolved around representation. I cannot remember a time when I wasn’t anxious about who I was supposed to be and how I was supposed to represent one of the identity groups I was a part of. Being the first American-born member of my family, I was told that I was lucky by many of my family members who were struggling to simply make ends meet in our humble village in the Balkans. From a superficial standpoint, I have been privileged. I haven’t had to struggle financially compared to them, but when I was around my American friends and classmates, I always felt that I was struggling in so many ways compared to how they were living.

Being raised in a small American town for most of my childhood, it seemed that everybody knew each other. Since my parents barely spoke English and had no American friends, we were pretty isolated when it came to social gatherings. My siblings and I seemed to be on the outside looking in while all of our friends seemed to belong, at least demographically, in what was their hometown. Being the only Muslim family in town (which was not something we always shared out of fear) came with questions from teachers and classmates about how we were celebrating the holidays and what we had gotten for Christmas, for example. Even though the answer was “nothing”, I didn’t want to risk the shame of feeling different, so I would make up a story about a fictitious gift because it was easier than explaining that we didn’t really celebrate it. I remember my siblings being embarrassed to have classmates or friends come to our house because there were so many people living there, as it was common in my culture to have uncles, aunts, grandparents and cousins living together. In fact, I did not even have the luxury of having my own bed until my older sister went away to college.

As I grew older, I began to take more risks in letting my American friends get to know the real authentic me. At home and around my family, I began questioning a lot of the things that I had been taught, especially when it came to gender roles. It used to infuriate me when I witnessed (or was on the receiving end)of the mistreatment of women and girls. We had very little power and were expected to make sacrifices and hide our authentic selves to fit the puzzle that had been created by others. In fact, the more subservient a woman was, the more honorable she was. The more abuse that she tolerated, the better role model she was. I always knew that this was wrong, but the grip of representation and honor for my family was tight. Many major decisions in my life were strongly influenced (and sometimes entirely made) by my parents and extended family. I was raised to believe that life is short, so I should learn to settle. If I voiced my opinion in a way that challenged the cultural expectations, I was punished or considered “difficult” or “feisty”. I was accused of being brainwashed by American culture. When I would question some of the American cultural norms that I did not necessarily agree with either, my American friends thought that I was brainwashed by my Albanian culture. Sometimes, I thought that life would have been simpler if I hadn’t been exposed to different worlds and ideas because I would not be aware of others ways to live. I now use these experiences as a superpower and way to connect with others. These experiences contributed greatly to my decision to teach high school since I felt that it is during high school that we begin to really challenge the identity groups that we are put in.

Now that I am married with two sons, I still reflect on ways that I need to continue to positively represent all of my identity groups, while letting my sons live their authentic lives more openly than I was able to live mine. The judgement may continue, as I have not completely escaped the grip, but I am able to articulate my beliefs, experiences and thoughts more calmly now. I share my story to connect with other young people growing up with similar experiences, whether it be through the work that I do as a consultant, talking to young people in my family, educating my students, or volunteering my time to mentor young people in our Albanian-American youth group. It is my mission to help others recognize that they are not alone in the struggle to live their authentic lives and they should never feel like they need to fit in somebody else’s puzzle.

Broderick Booth

CHANGEmaker

Broderick Booth has served in school systems for nearly 20 years as a high school Dean of Students, Counselor, Student Support Specialist, Football, Track and Field Coach, and as an Assistant Principal of Student Services.  Currently working to complete his dissertation on Intergenerational Triumph and Tribulations: Navigating Racism Across Generations, Broderick is passionately committed to the sharing of knowledge to benefit those that may have been historically marginalized and those seeking to gain understanding. Throughout both his personal life and professional career, he has sought to empower those around him, spreading a message of empathy, grace, transformative leadership, and equity for all while learning through the experiences of others. Broderick has presented nationally within the areas of bias, mentoring young men of color, understanding media perception and its impact on identity, and Multi-Tiered Systems of Support (MTSS). His leadership style seeks to focus on a strengths-based approach, seeing the positive attributes each individual brings to an organization.  Broderick Booth is also a proud member of 100 Black Men as well as Alpha Phi Alpha Fraternity Inc, and his local community school board.  He is a proud father to two boys, Braylon Lee Booth (10yrs old) and Broderick Lee Booth (13 yrs old).  He spends his free time coaching baseball and enjoying time with his family.

Nichole Moore

CHANGEmaker

Nichole Moore is a visionary leader, an advocate for inclusive education, and a trailblazer in the field of education. With a career spanning over two decades, Nichole’s passion for education was ignited in the heart of public schools, where she dedicated the first 20 years of her career. Her journey began as a special education teacher and teacher consultant, where she exhibited exceptional dedication and an innate ability to connect with students of diverse needs. She transitioned into leadership roles and served as an assistant principal, principal, and special education administrator at the central office level.  A deep-seated belief in the transformative power of equitable and inclusive educational environments has guided Nichole’s journey. Her tireless advocacy for diversity, equity, and inclusion (DEI) principles has been evident throughout her career, where she has worked tirelessly to ensure that Pk-12 educational settings and higher education institutions embrace diversity and prioritize equity in all facets of their operations.

Currently, Nichole serves as the Graduate Program Director and Professor in the Special Education Administration Program in Educational Leadership at Grand Valley State University (GVSU) and the Technical Assistance Coordinator at the Michigan Department of Education (MDE) in the Office of Special Education (OSE).  Nichole is at the forefront of shaping the future of education. Her unwavering commitment to nurturing the next generation of educational leaders is evident in every aspect of her work.

Growing up, I always felt that I stood out. As a young black girl in a predominantly white school district, I was one of a few, a rarity in my classrooms and on the playgrounds. I remember scanning the sea of faces in the cafeteria, searching for someone who looked like me, someone who shared my experiences. It was a futile search most days, and it left me with a gnawing sense of otherness. At an early age, I realized the importance of establishing a sense of belonging for children, especially those in marginalized groups. I yearned for it, but it was elusive. The school system, though not overtly hostile, was indifferent. Teachers were kind but clueless about the subtle, insidious ways exclusion can manifest. The curriculum was a mirror that rarely reflected my face or my history. I often felt like an outsider looking in, unsure of who I was in a world that didn't seem to recognize me.

I explored many friend groups, trying to find my place. With the “white kids,” I felt like a curiosity to be examined but never fully understood. They were friendly but their jokes and references often flew over my head, rooted in cultural touchstones I had no connection to. Still, I tried to blend in, hoping to dissolve my differences. However, the sting of exclusion was sharper when it came from members of my own race. I had expected camaraderie, a shared understanding that would bridge the gap left by my predominantly white environment. But I was met with skepticism and, at times, hostility. “My speech was too proper, my interests too mainstream.” I received many unfriendly glances and comments, which made me feel like a traitor to my own identity.

As an adolescent, the cliques were well-established, and the lines between groups were firmly drawn. I floated between them, a nomad with no tribe. The “black kids” would sometimes taunt me for hanging out with the “white kids,” and the “white kids” would subtly exclude me from their innermost circles. I felt like I was performing a delicate balancing act, trying to please everyone and ending up pleasing no one. In high school, I joined clubs and found solace in activities where my race was less of a focus. Drama club, band, and singing became my refuges. Here, I was appreciated for my talents and contributions rather than my skin color. Still, the sense of belonging I craved remained elusive. Even in these groups, I couldn't fully escape the feeling of being different, of standing out.

It wasn't until college that I began to understand and embrace my identity. I found a diverse group of friends who celebrated each other's differences. For the first time, I felt seen and heard. We shared stories, laughed at our cultural misunderstandings, and supported each other in ways I had never experienced before. I joined the university’s gospel choir and felt an immediate connection to the community. These were my people, and together we navigated the complexities of our identities in a predominantly white institution.

My experiences growing up taught me the profound impact of belonging and representation. I became passionate about creating spaces where children, especially those from marginalized groups and varying abilities, could feel included and valued. I pursued a career in education, determined to make a difference. I wanted to be the teacher I never had, one who saw her students' unique backgrounds as strengths rather than anomalies. As an educator, I have made it my mission to ensure that all students, regardless of their race or dis/abilities, are met at the doors with a smile and enter into a setting that radiates inclusivity. I strive to create an environment where every child feels they belong and can thrive.

As an adult, I often reflect on my journey. The loneliness and confusion of my youth have given way to a deep understanding of who I am and where I belong. I carry the lessons of my past with me, using them to build a more inclusive future for the next generation. It's a journey that began with feeling like an outsider, but it led me to a place where I could help others find their way. In my current practice, I continue to advocate for inclusive practices and collaborate with my colleagues to develop strategies that support all learners, recognizing that each student brings their strengths and challenges.

Carolyn Strong

CHANGEmaker

Dr. Carolyn R. Strong is a nationally recognized thought leader with over two decades of experience in Diversity, Equity, and Inclusion (DEI), educational leadership, and policy development. She has created a platform for transformative DEI initiatives across corporate and educational sectors, specializing in creating equitable systems, facilitating complex discussions on race, and developing strategies to close equity gaps. Dr. Strong has extensive experience in training and curriculum development, having designed and delivered numerous workshops and seminars on DEI topics. She is also a Six Sigma Yellow Belt in Racial Equity, demonstrating her expertise in using data-driven approaches to identify and eliminate disparities. At the end of the day, Dr. Strong strives to be the person she wishes she had, exemplifying her commitment to personal growth and making a difference in the world.  

My journey began long before diversity, equity, and inclusion (DEI) had a formal name. As someone who was marginalized in almost every aspect of my life, I grew up checking all the boxes of people who were not expected to be successful. I faced many barriers to success, having been orphaned by the age of 12 and raised by my great aunt who only had an 8th-grade education. But she instilled in me the belief that education would be my way out.

Despite the odds, I went from being a first-generation college student to earning a doctoral degree. Growing up black and female in a society that does not value either, I felt the freedom to live as my authentic self because I understood very early on that no matter what I did, I would never be the right color, the right gender, or born to the right parents. I would never have come from the right community to be socially acceptable. I found freedom in being othered because it allowed me to learn to walk in my own truth. I knew that walking in someone else's truth would never make a big difference. It was never my goal to simply exist, but to thrive. My existence today is proof that little black girls do not have to sacrifice who they are to have the life that they feel they deserve.

My experiences have shaped my work in the field of equity and education. I am passionate about creating programs that eliminate equity gaps and advocate for marginalized students. I believe that everyone deserves the opportunity to succeed, regardless of their background. I am committed to using my voice and experience to create a more just and equitable world.

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